Transcript Literacy Achievement Plans Adams 12 Five Star Schools

Literacy Achievement Plans
Adams 12 Five Star Schools
A Guide to Initiating, Implementing,
and Managing LAPS
Revised October 2010
CBLA Enacted in 1997
• To assure that by third grade all students
have the literacy skills essential for
success in school and life.
• To assure that local school districts
identify students who are reading below
grade level and provide the necessary
reading interventions.
Mandate and Purpose of Literacy
Achievement Plans
• By Colorado law all students in K-3 who are
reading below grade level must have “individual
literacy plans” to ensure that these students are
receiving extra support to meet the goal of all
students reading on grade level.
Who is put on a Literacy
Achievement Plan (LAP)?
• ALL students reading below grade level in K-3.
This includes students:
– who have been retained
– who have Individualized Educational Plans (IEP) that
do not include reading goals
•
Students in grades 4 and 5 who are not on a LAP but who read below
grade level need to be identified on Infinite Campus for reporting
purposes. Grade 4,5 teachers need to fill out the IC LAP Form for
these identified students. IC LAP forms are available in schools from
LAP Coordinators. The LAP Coordinator or registrar should enter a
LAP status date for the student in IC. Teachers do not need to write
plans or confer with parents for these students, but instruction should
be differentiated to meet their needs as readers.
Which students do not need a
Literacy Achievement Plan?
• Students with Significant Needs (SSN) or
REACH students
• NEP and LEP students with ELD plans
LAP checklists can be used for determining reading
goals if needed.
• Students who have Individual Educational Plans (IEPs)
that do include reading goals. Simply place a check on
the line on the IC LAP Status Form (“Has IEP with
Literacy Goals”) to indicate this.
Who is Responsible for LAPs?
The teacher who teaches the reading curriculum
is responsible for initiating a literacy plan and
monitoring a student’s progress.
The teacher may consult with a school team to
determine the strategies that best meet the
needs of the student. There is a wide variety of
appropriate interventions for students who are
reading below grade level.
REMEMBER
The Literacy Achievement Plan is set up to support
students who are reading below grade level so
they can accelerate reading skills and strategies
to control grade level text.
The plan is not punitive but more like an
“insurance policy” for students to receive
appropriate reading intervention from the
classroom teacher or other building reading
specialists.
Teachers Maintain a Body of
Evidence
A body of evidence is needed to indicate whether
or not a student needs a literacy achievement
plan.
A body of evidence is a set of assessments,
student work, and observations over time that
indicate a student’s reading level.
One assessment item is not enough of an indicator
to determine a student’s reading level.
Reading Teachers
If a reading teacher is working with a student, that
student must have a Literacy Achievement Plan.
If a student is not working with a reading teacher,
the teacher who delivers the reading curriculum
must provide appropriate leveled text and
monitor the student’s progress on the Literacy
Achievement Plan.
Is a student put on a LAP because
writing is below grade level?
Literacy Achievement Plans are for students reading below
grade level. The law only mandates plans for students
struggling with grade level reading.
Writing samples can be part of the “body of evidence” to
demonstrate sound/letter association or control of
language structures. Writing does not have to be
part of the “body of evidence.”
Writing samples are most useful in kindergarten and
first grade as part of the body of evidence.
Parents must be informed and
involved in the Literacy Plan.
Teachers must obtain a parent signature on the
LAP plan.
If a signature cannot be obtained, a form letter
(English and Spanish) that informs parents of
the LAP is available.
The form can be found on StarLink, Form 10-11
(03/00).
Important Talking Points for a LAP
Conference
Set the parent at ease. This should not be the very first time the parent has had a conversation about the
student’s progress in reading. From previous conversation or notes, the parent should have an “idea’’
that the student is reading below grade level.
Show the parent a book that illustrates the instructional text that would be considered grade level at the time
of the conference. Then show the parent the text level actually used in guided reading and independent
reading. Discuss with parent the gap in achievement. Be sure to discuss any vision or hearing issues
that may interfere with learning to read.
Show running records, lists of high frequency words and explain to the parent what is being done in the
classroom to support the student’s reading. Explain what the student should be doing to decode and
comprehend text at grade level.
Be supportive of the student and parent by offering ways to give extra support to the student. Show and
explain the checklist/plan form to the parent. Focus on the classroom instruction and any intervention
that may be employed.
Have the parent select 2 or 3 strategies under “Home Involvement” to do.
Discuss ways of keeping in contact with parent. Email, phone calls, notes, chatting before or after school.
Try to set up a way to keep regular contact with parent regarding the student’s reading progress.
Be sure the parent signs the checklist/plan form and sets up a follow-up conference date. A follow-up date
should be scheduled even if it is tentative. This conference should be within the next 6 months.
Give the parent a copy of the LAP checklist/plan.
LAPs on Infinite Campus
1.
2.
All students who have
Literacy Achievement
Plans should be
entered into Infinite
Campus (IC).
Once a teacher has
written a LAP plan, s/he
gives the registrar a
LAP Status Form to
indicate that the student
has a LAP.
LAPs on IC, cont’d.
Note: If a student reading below grade level
has an IEP with literacy goals, the teacher
checks that on the LAP status form.
3. Once the registrar or designated person has
entered either the LAP or “IEP with Literacy
Goals” status in Infinite Campus, the LAP
Status Form is filed in the student’s cum file.
LAPs on IC, cont’d.
Once a student has a LAP, the LAP status will stay in IC
until the student exits from the LAP.
Every six months, the status of the LAP should be
evaluated, and parents should be included in the LAP
update. The review date does not need to be entered
into IC. Only entry/exit dates are entered.
If a student exits the plan, the exit date should be recorded
on the IC form and entered into IC by the registrar.
Once a LAP is established . . .
• Reminder: The LAP must be
updated approximately every six
months until the student exits the
LAP.
• The student must receive support
as outlined on the Literacy
Achievement Plan. This is the most
important part of the LAP process.
• The student is monitored regularly
with assessment of oral reading,
observational notes, checklists, and
samples of student’s written
responses to text.
Exiting a LAP
When a body of evidence shows a student is reading on grade level,
the student can exit the LAP.
WHAT IS THE BODY OF EVIDENCE?
•
an individualized reading assessment must be used (PALS/BRI)
•
records of oral reading
•
checklists/observational notes
•
samples of written responses
•
District Common Assessments
•
CSAP
Be sure there is documentation of the student’s ability to read on grade
level that spans time. It is recommended that a “body of evidence”
be gathered for at least one trimester before a student is exited from
a LAP.
Exiting a LAP and IC
• When the student has achieved grade
level in reading, teachers inform parents
and give the registrar a LAP Status Form
indicating the student has exited the LAP.
• The registrar or designee enters the LAP
exit date on IC.
Grades 4-12
• No new LAPs are initiated.
• Teachers are responsible for differentiating instruction for
below grade level readers, updating established LAPs, and
continuing to inform parents of LAP status at approximately
six month intervals.
• If a student has a LAP, nothing is entered into IC until the
student exits the LAP.
• To exit a student achieving grade level reading based on a
body of evidence, follow the same procedures as K-3 for
submitting the LAP status form to the registrar.
Storage of LAPS
During the school months, classroom teachers need to have the LAPS
on file in their respective classrooms. In June, LAPS need to be
collected and stored in one place.
Please keep LAP folders in a secure place. These folders should not
leave the school building.
Put the following documentation in the LAP folder:
--Literacy Achievement Plan Checklist
--Student Report from ScholarsMart/Infinite Campus
--Parent communication
Keep a LAP until one year after the exit date. Shred it at that time.
Tip: Print LAP Checklist and Student Report at the end of the year
using landscape.
LAP Updates
There is one constant and that is CHANGE.
Laws and regulations change and procedures change, so
please watch for any updates or changes in this process.
Every effort will be made to keep you informed.
Thanks to Teachers
“. . . the individual and
variable development of
children is an opportunity
to personalize our
instruction. As teachers
we must celebrate and
affirm, but also extend
and elaborate each
child’s developing
knowledge of written
language.”
McGill-Franzen, 1992